Measuring in Science

 Whenever you are taking a measurement in a chemistry lab,

there are limitations on the certainty of your observations
 We will aim to estimate be as accurate, precise, and reliable as
possible
 We will aim to minimize systematic and random error
Measurement in Science

Accuracy & Precision, Absolute & Relative Uncertainty

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Describing Data Thought Experiment:

 Accuracy refers to agreement with the accepted or true value  I measure the mass of 5 cans of  I measure the mass of 5 cans of
 Precision has TWO meanings sparkling water on a kitchen scale. sparkling water on a lab scale. I get
 “These values are precise” refers to agreement within a group of observations of the I get the following data: the following data:
same quantity  227 g  227.15 g
 “This scale is very precise” refers to its ability to measure mass with a high degree of  227 g  227.16 g
precision  227 g  227. 15 g
 Reliable refers to the repeatability of a measurement  227 g  227.18 g
 227 g  227.16 g

 But!! Based on the volume in the can, I

know the value is actually closer to 335 g.

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Discussion Points: Factors that Affect Data:

 Use the words accurate, precise, and reliable to describe the data from the  Random Errors have an equal chance of affecting the observed quantity,
kitchen scale making it too high or too low
 Use the words accurate, precise, and reliable to describe the data from the lab  Systematic Errors affect the data in the same way each time
scale
 Which scale is more precise?

 Which would you rather use in a lab where mathematical analysis of the data
is a major part of the work??

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 Discussion Points
 Comment on the effect of random error and systematic error in the Thought
Experiment
 What are some possible sources of random error?
 How could we reduce random error to improve our data set?
 What are some possible sources of systematic error?
 How could we reduce systematic error to improve our data set?
 Can we ever eliminate random and systematic errors?
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Graduated equipment
 We can reliably estimate between the graduations to obtain a last, uncertain
sigfig.
 We can therefore assume that our reading is accurate ± the amount of one
half of a graduation. *Ruler Rule*
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Equipment leads to Significant Figures
 Recording measurements in the lab limit the degree to which you can know
the accuracy of a measurement
 Choosing the best equipment is therefore crucial to having a reliable lab result
 The equipment is never perfect
 We will ALWAYS use “Sigfig” rules when performing calculations in physics to
acknowledge this.
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Measurements
 One random error that cannot be completely overcome is the random error
associated with making a measurement
 There will be digits that you know for certain
 There may be one digit that you must estimate, making it uncertain
 This quantity value will therefore have an experimental uncertainty associated
with it
 Different equipment can be read with different degrees of uncertainty
Absolute and Relative
 Absolute uncertainty is expressed as an amount, as in 2.37 ± 0.01 g
 Relative uncertainty is expressed as a percentage
 For this example = 0.01/2.37 x 100% = 0.42194%
 ALWAYS report uncertainties to ONE sigfig only
 ALWAYS round UP uncertainty values
 2.37 ± 0.5%
 There are different rules when you use data collected in a lab for
subsequent calculations.
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 Adding and Subtracting Real Lab Data Example:
ADD the absolute uncertainties together

25.43 ± 0.05 g Mass to Start
 A = 12.7 ± 0.1 cm
 B = 4.3 ± 0.2 cm – 20.21 ± 0.05 g Mass Remaining in Container

 A+ B = 17.0 ± 0.3 cm -------------------------

5.22 ± 0.10 g Mass Removed from Container

 When you are taking the average of three values, you should expand the
range of your uncertainty to cover all of the values used in the data set 5.22 ± 0.1 g Uncertainty only has 1 SF!

5.2 ± 0.1 g Value must match precision of ±

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Multiplication
 ADD the relative uncertainties, then convert back to absolute
 C = 17.0 ± 0.3 cm  1.76%
 D = 123 ± 0.5 cm  0.406%
 C x D = 2091
 2091 x 2.166/100 = 45.3
 Apply the Ruler Rule! = 2090 ± 50 cm2

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Use of absolute values Real Lab Data

 MULTIPLY or DIVIDE the absolute uncertainties by the pure  My grade 9 students are studying density. They have the data
number  Mass = 176.72 ± 0.01 g
 (87.0 ± 0.2 cm)/2 = 43.5 ± 0.1 cm  Length = 13.6 ± 0.1 cm 0.00566 %

 Width = 8.5 ± 0.1 cm 0.73529 %

 Height = 2.6 ± 0.1 cm 1.17647 %

 TIME TO PRACTICE!
 Find the density of the object, with the3.84615 %
correct number of sigfigs and
uncertainty.
 Which piece of data is killing their overall uncertainty?

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  cm3 = cm x cm x cm Match Precision
 = 300.56 cm3  When you record a quantitative observation, you do it with the correct SF
 d = g/cm3  Scale = 194.20 g
 d = 176.72/300.56  Your uncertainty must the precision of your instrument.
 d = 0.5879691243
 194.20 ± 0.01 g 
 2SF from data
 d = 0.59 g/cm3  194.2 ± 0.01 g 
 Convert all uncertainties to decimals, and add the  194.20 ± 0.005 g 
decimals  “Match Digits”
 (0.1/13.6 + 0.1/8.5 + 0.1/2.6 + 0.01/176.72)
 0.05763577221
 d = 0.59 ± 0.04 g/cm3 or 0.59 g/cm3 ± 7%

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Sources of Error in Labs*

 When evaluating the results of a lab exercise, it is important to consider the  Rather, pretend that the lab was executed absolutely perfectly! Now, what
limitations your methodology assumptions were made that could inject uncertainty into your conclusion?
 Teachers often ask for sources of error. These are NOT:  Nature of the materials involved
 MISTAKES YOU MADE  Assumptions about the experiment
 “CALCULATION ERROR”  Assumptions you made regarding conditions
 “We didn’t have enough time and the lab was hard”  Subjective judgments or reaction time
 “Human Error”  Factors you overlooked to make the analysis simple
 We do not need to address the accuracy of the equipment as a source of error,
since it will be taking into account by your +/- value
 It may still be worth discussing in a report*

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